THE EFFECTIVENESS OF THE LEXICAL APPROACH TOWARDS VOCABULARY RETENTION OF VOCATIONAL HIGH SCHOOL STUDENT: A QUASI-EXPERIMENTAL

ANNISA, PERMATA SARI (2026) THE EFFECTIVENESS OF THE LEXICAL APPROACH TOWARDS VOCABULARY RETENTION OF VOCATIONAL HIGH SCHOOL STUDENT: A QUASI-EXPERIMENTAL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Vocabulary retention is an important aspect of English language learning because students often experience difficulties in remembering and using previously learned vocabulary over time. In vocational high schools, limited vocabulary retention may hinder students' ability to communicate effectively in English. One approach that is considered capable of improving vocabulary retention is the Lexical Approach, which emphasizes learning vocabulary through lexical chunks, collocations, and meaningful language patterns. Therefore, this study aimed to investigate the effectiveness of the Lexical Approach towards vocabulary retention among eleventh-grade vocational high school students at SMKN 1 Bandar Lampung in the academic year 2025/2026. This study employed a quantitative research method using a quasi-experimental design. The population consisted of all eleventhgrade students of SMKN 1 Bandar Lampung, while the sample included two classes selected through cluster sampling, namely XI AKL 3 as the experimental class and XI ANM 2 as the control class, with a total of 72 students. The experimental class was taught using the Lexical Approach, whereas the control class was taught using the Grammar Translation Method. Data were collected through pre-test and post-test instruments designed to measure vocabulary retention in terms of word form, word meaning, and word use. The data were analyzed using SPSS through normality, homogeneity, and Mann–Whitney U test. The findings revealed that the significance value obtained from the Mann–Whitney U test was 0.000, which was lower than 0.05 (0.000 < 0.05). This result indicated a significant difference in vocabulary retention between students taught through the Lexical Approach and those taught through the Grammar Translation Method. The experimental class showed greater improvement, with the mean score increasing from 65.89 in the pre-test to 80.92 in the post-test, while the control class improved from 56.75 to 70.64. Therefore, it can be concluded that the Lexical Approach was effective in improving the vocabulary retention of eleventh-grade vocational high school students. Keywords: Lexical Approach, Vocabulary Retention, Vocational High School Students, Quasi-Experimental Study

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